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Reading Appren,ceship
A student success ini,a,ve Ins,tu,onal Planning Commi9ee
September 20, 2013 Kathy Diamond, Theresa Mar3n, Jennifer Mendoza
English/Reading Level of 2012-‐2013 CSM Students
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
% RA students
% non RA students
Highlights of the RA Ini3a3ve 1. Improving the learning experience of
students 2. Coali3on building across the campus 3. Increased campus leadership 4. More than 50 faculty and staff trained in RA 5. Three ac3ve Faculty Inquiry Groups 6. Development of capacity to train in RA
internally 7. Development of assessment tools and
strategies
Highlights of the RA Ini3a3ve 1. Improving the learning experience of
students 2. Coali3on building across the campus 3. Increased campus leadership 4. More than 50 faculty and staff trained in RA 5. 3 ac3ve Faculty Inquiry Groups 6. Development of capacity to train in RA
internally 7. Development of assessment tools and
strategies
How RA is Effec3ng the Student Learning Experience
• “Reading ac+vi+es helped me improve my performance in this class.”
• “Working with reading strategies in class has given me confidence in my ability to comprehend what I read.”
Student Self-‐Report of Reading
Strategies METACOGNITIVE AWARENESS OF READING STRATEGIES INVENTORY (MARSI) KEY GLOB = Global Reading Strategies PROB = Problem Solving Strategies SUP = Support Reading Strategies OVERALL = Mean of Scores KEY TO AVERAGES: 3.5 or higher = High 2.5-‐3.4 = Medium 2.4 or lower = Low
Improved Reading Skills
0.0 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0 10.0
Pre CERA post CERA pre-‐comprehension
score
post-‐comprehension
score
Curriculum Embedded Reading Assessment
CERA scale 0-‐15 comprehension scale 0-‐5
Curriculum Embedded Reading Assessment (CERA) Mean Skill Score and Mean Comprehension Score
Pre and Post RA interven,on n=16
RA in the CSM Learning Center
• Tutor Inquiry Groups (TIG)
• Reading Appren3ceship Workshops
• Students will have definite strategies to understand and organize concepts and informa3on contained in textbooks
Highlights of the RA Ini3a3ve 1. Improving the learning experience of
students 2. Coali3on building across the campus 3. Increased campus leadership 4. More than 50 faculty and staff trained in RA 5. 3 ac3ve Faculty Inquiry Groups 6. Development of capacity to train in RA
internally 7. Development of assessment tools and
strategies
Academic Year 2012-‐2013
Support for RA has come from: • Academic Senate, SoTL Center • Basic Skills Ini3a3ve • Learning Center • President’s Innova3on Fund • Professional Development Commiiee • Measure G funds • 3CSN
Faculty support of Reading Appren3ceship
• Academic Senate has made RA their highest priority in their 2013/2014 goals
• The SoTl Center has been revived to support faculty professional development
• Two professional enrichment co-‐coordinators work to develop and promote professional development opportuni3es
Highlights of the RA Ini3a3ve 1. Improving the learning experience of
students 2. Coali3on building across the campus 3. Increased campus leadership 4. More than 50 faculty and staff trained in RA 5. 3 ac3ve Faculty Inquiry Groups 6. Development of capacity to train in RA
internally 7. Development of assessment tools and
strategies
Experts in the field share their reading process;
students collaborate to develop reading
strategies.
Predicting I predict… In the next part… I think this is… Visualizing I picture… I can see… Questioning A question I have is… Could this mean… Making connections This is like… This reminds me of… Identifying a problem I got confused when… I’m not sure of… Using Fix-‐ups I’ll reread this part… I’ll read on… Summarizing The big picture is… I think the point is… So what its saying is…
RA Premise
Performance in Biology 110 classes: pre-Reading Apprenticeship (2011-2012)
vs. "Beginner" year of RA (2012-2013)
Fall 2011 & Spring 2012 (pre-RA)
Fall 2012 & Spring 2013 (1st year RA)
Retention 74% Success 68%
A + B grades 46% (curve 1% higher) C grades 22%
Retention 73% Success 71%
A + B grades 36% C grades 35%
Highlights of the RA Ini3a3ve 1. Improving the learning experience of
students 2. Coali3on building across the campus 3. Increased campus leadership 4. More than 50 faculty and staff trained in RA 5. 3 ac3ve Faculty Inquiry Groups 6. Development of capacity to train in RA
internally 7. Development of assessment tools and
strategies
Disciplines engaging in RA this semester • Biology • Chemistry • Math • Physics • Astronomy • English • ESL • Reading • Sociology • Anthropology • Psychology
Highlights of the RA Ini3a3ve 1. Increased student engagement in classes,
labs and centers 2. Coali3on building across the campus 3. Increased campus leadership 4. More than 50 faculty and staff trained in RA 5. 3 ac3ve Faculty Inquiry Groups 6. Development of capacity to train in RA
internally 7. Development of assessment tools and
strategies
Number of students exposed to RA Current and Projected
• Fall 2012 – 300 students
• Spring 2013 – 500 students
• Fall 2013 – more than 1500 students (es3mated)
0
2000
4000
6000
8000
10000
12000
14000
16000
Fall 2012 Spring 2013
Fall 2013 Spring 2014
Fall 2014 Spring 2015
Number of Students with RA training
Number of Students
Expon. (Number of Students)
Linear (Number of Students)
Highlights of the RA Ini3a3ve 1. Improving the learning experience of
students 2. Coali3on building across the campus 3. Increased campus leadership 4. More than 50 faculty and staff trained in RA 5. 3 ac3ve Faculty Inquiry Groups 6. Development of capacity to train in RA
internally 7. Development of assessment tools and
strategies
RA Next Steps • Consolidate budget for 2013-‐2014
• Look for funding for 2014-‐2015
• Address administra3ve limita3ons on RA
• Promote, Par3cipate, Evaluate
Focused on student achievement
Contributors • President Mike Claire, Susan Estes, Jennifer Hughes and
Gary Dilley • James Carranza, Henry Villareal of BSI • David Laderman and Academic Senate Governing Council • Jeramy Wallace, Professional Enrichment Co-‐coordinator • Charlene Fron3era and the Math/Science Divison Office
staff • Cheryl Gregory, Chris Smith and John Sewart • My colleagues in Biology, Reading and the Learning Center